Prebióticos y probióticos comerciales

(J) CLASSICAL AND BIBLICAL BACKGROUND TO ENGLISH LITERATURE (J) CLASSICAL AND BIBLICAL BACKGROUND TO ENGLISH LITERATURE (J) CLASSICAL AND BIBLICAL BACKGROUND TO ENGLISH LITERATURE (J) CLASSICAL AND BIBLICAL BACKGROUND TO ENGLISH LITERATURE

(a) Classical: choice of possible texts (a) Classical: choice of possible texts (a) Classical: choice of possible texts (a) Classical: choice of possible texts (a) Classical: choice of possible texts Homer: Iliad or Odyssey (entire or selections)

Aeschylus, Agamemnon; Prometheus Bound Sophocles, Oedipus Rex or Antigone

Euripides, Medea or Hippolytus Plato, a short dialogue such as Ion Theocritus, selected idylls

Longus, Daphnis and Chloe Plutarch, selections from Moralia

Virgil, selected eclogues; Aeneid (entire or selections) Catullus, Horace: selected lyrics

Horace, Juvenal: selected satires Ovid, one book from Metamorphoses Cicero, selections from the Familiar Letters A comedy by Plautus or Terence

Seneca: Hercules Furens or Thyestes Marcus Aurelius: selections

(b) Biblical: possible texts and topics (b) Biblical: possible texts and topics (b) Biblical: possible texts and topics (b) Biblical: possible texts and topics (b) Biblical: possible texts and topics

Genesis; Exodus; Job; Psalms (selections); narrative portions of Judges and Kings;

Daniel; Ruth; Matthew, John (or all 4 Gospels); a simple introduction to the doctrines of the Pauline epistles, especially Romans and Corinthians; Revelation

For reference:

For reference:

For reference:

For reference:

For reference:

I. Rivers, Classical and Christian Ideas in English Renaissance Poetry (G Allen & Unwin, London, 1979)

G. Highet, The Classical Tradition (Oxford UP, 1949)

D. Bush, Mythology and the Renaissance Tradition, rev. edn(WW Norton, NY, 1963) “ Mythology and the Romantic Tradition (Pageant Books, NY, 1957) J.A.K. Thompson, The Classical Background to English Literature (G Allen & Unwin, London, 1950)

“ Classical Influences in English Poetry (G Allen & Unwin, London, 1951)

“ Classical Influences in English Prose (G Allen & Unwin, London, 1956) H.C. Baldry, Greek Literature and the Modern Reader (Cambridge UP, 1960)

English 4848484848

M.A. PROGRAMME M.A. PROGRAMME M.A. PROGRAMME M.A. PROGRAMME M.A. PROGRAMME

In all these clusters/papers, III and IV in particular, the range of suggested authors In all these clusters/papers, III and IV in particular, the range of suggested authors In all these clusters/papers, III and IV in particular, the range of suggested authors In all these clusters/papers, III and IV in particular, the range of suggested authors In all these clusters/papers, III and IV in particular, the range of suggested authors and texts is so wide that only a limited number of them can be prescribed, even for and texts is so wide that only a limited number of them can be prescribed, even for and texts is so wide that only a limited number of them can be prescribed, even for and texts is so wide that only a limited number of them can be prescribed, even for and texts is so wide that only a limited number of them can be prescribed, even for

‘background reading’. Students should be encouraged to carry out more background reading

‘background reading’. Students should be encouraged to carry out more background reading

‘background reading’. Students should be encouraged to carry out more background reading

‘background reading’. Students should be encouraged to carry out more background reading

‘background reading’. Students should be encouraged to carry out more background reading beyond the syllabus.

beyond the syllabus.

beyond the syllabus.

beyond the syllabus.

beyond the syllabus.

In all papers, a ‘unit’ should comprise one long work (novel, full-length play, long In all papers, a ‘unit’ should comprise one long work (novel, full-length play, long In all papers, a ‘unit’ should comprise one long work (novel, full-length play, long In all papers, a ‘unit’ should comprise one long work (novel, full-length play, long In all papers, a ‘unit’ should comprise one long work (novel, full-length play, long poem etc.) or an equivalent body of shorter texts (short poems, short stories, essays etc.).

poem etc.) or an equivalent body of shorter texts (short poems, short stories, essays etc.).

poem etc.) or an equivalent body of shorter texts (short poems, short stories, essays etc.).

poem etc.) or an equivalent body of shorter texts (short poems, short stories, essays etc.).

poem etc.) or an equivalent body of shorter texts (short poems, short stories, essays etc.).

In the interest of serious analysis, any author included at all should be represented by a In the interest of serious analysis, any author included at all should be represented by a In the interest of serious analysis, any author included at all should be represented by a In the interest of serious analysis, any author included at all should be represented by a In the interest of serious analysis, any author included at all should be represented by a certain modicum of text. With shorter poetry and prose pieces in particular, we should not certain modicum of text. With shorter poetry and prose pieces in particular, we should not certain modicum of text. With shorter poetry and prose pieces in particular, we should not certain modicum of text. With shorter poetry and prose pieces in particular, we should not certain modicum of text. With shorter poetry and prose pieces in particular, we should not end up with a long, diffuse list of writers, each represented by one or two pieces. Usually, end up with a long, diffuse list of writers, each represented by one or two pieces. Usually, end up with a long, diffuse list of writers, each represented by one or two pieces. Usually, end up with a long, diffuse list of writers, each represented by one or two pieces. Usually, end up with a long, diffuse list of writers, each represented by one or two pieces. Usually, such a syllabus affords no particular insight into either the author or the age. At the same such a syllabus affords no particular insight into either the author or the age. At the same such a syllabus affords no particular insight into either the author or the age. At the same such a syllabus affords no particular insight into either the author or the age. At the same such a syllabus affords no particular insight into either the author or the age. At the same time, an entire unit should not be devoted to the short poems or prose pieces of a single time, an entire unit should not be devoted to the short poems or prose pieces of a single time, an entire unit should not be devoted to the short poems or prose pieces of a single time, an entire unit should not be devoted to the short poems or prose pieces of a single time, an entire unit should not be devoted to the short poems or prose pieces of a single author to the exclusion of other comparable ones. Provision has been made in later papers author to the exclusion of other comparable ones. Provision has been made in later papers author to the exclusion of other comparable ones. Provision has been made in later papers author to the exclusion of other comparable ones. Provision has been made in later papers author to the exclusion of other comparable ones. Provision has been made in later papers for specialised study.

for specialised study.

for specialised study.

for specialised study.

for specialised study.

CHOICE A : ENGLISH LANGUAGE AND LITERATURE CHOICE A : ENGLISH LANGUAGE AND LITERATURECHOICE A : ENGLISH LANGUAGE AND LITERATURE CHOICE A : ENGLISH LANGUAGE AND LITERATURECHOICE A : ENGLISH LANGUAGE AND LITERATURE

N.B. In Choice A, Clusters/Papers I-IV, the texts for background reading, and the N.B. In Choice A, Clusters/Papers I-IV, the texts for background reading, and the N.B. In Choice A, Clusters/Papers I-IV, the texts for background reading, and the N.B. In Choice A, Clusters/Papers I-IV, the texts for background reading, and the N.B. In Choice A, Clusters/Papers I-IV, the texts for background reading, and the continental works suggested for close study, may include works from outside the period continental works suggested for close study, may include works from outside the period continental works suggested for close study, may include works from outside the period continental works suggested for close study, may include works from outside the period continental works suggested for close study, may include works from outside the period but related to it.

but related to it.

but related to it.

but related to it.

but related to it.

CLUSTER/PAPER - I: CHOICE A CLUSTER/PAPER - I: CHOICE ACLUSTER/PAPER - I: CHOICE A CLUSTER/PAPER - I: CHOICE A CLUSTER/PAPER - I: CHOICE A LITERATURE IN ENGLISH, 1550-1660 LITERATURE IN ENGLISH, 1550-1660LITERATURE IN ENGLISH, 1550-1660 LITERATURE IN ENGLISH, 1550-1660

(a) 8-10 units for close study from the categories below or equivalent ones.8-10 units for close study from the categories below or equivalent ones.8-10 units for close study from the categories below or equivalent ones.8-10 units for close study from the categories below or equivalent ones.8-10 units for close study from the categories below or equivalent ones.

1-2 units of selected poems: e.g., from Wyatt, Sidney, Spenser, Shakespeare’s non-dramatic poetry, Drayton, Jonson’s non-dramatic poetry, Donne, Herbert, Vaughan, Marvell or other poets.

Excerpts from long poems may be included.

Spenser, The Faerie Queene: one book Milton, Paradise Lost: one or more books 3-4 units comprising plays by Shakespeare

A play by a dramatist other than Shakespeare, 1550-1600 A play by a dramatist other than Shakespeare, 1600-1660

English 4949494949

(Of the last two items, one should preferably be a comedy and the other a tragedy.) Selected prose: e.g., by Sidney, Nashe, Hooker, Bacon, Donne, Ralegh, Browne, Burton, Milton, Hobbes. Excerpts from long works may be included.

Selected continental work(s) in English translation, e.g., Machiavelli, The Prince; Pico della Mirandola, Oration on the Dignity of Man; Rabelais, Gargantua and Pantagruel (one book);

Castiglione, The Book of the Courtier, Bk.IV; Erasmus, The Praise of Folly or selections from Colloquies or Adagia; More, Utopia; Montaigne, selected essays; Calvin, selections from the Institutes.

(b) (b) (b) (b)

(b) Background reading: 10-15 units.Background reading: 10-15 units.Background reading: 10-15 units.Background reading: 10-15 units.Background reading: 10-15 units.

From among units not prescribed for close study from the list above, plus the following possibilities or other equivalent ones. A balance should be maintained between English and continental works.

Seneca, selected tragedies (preferably in Elizabethan translation); Rabelais, Gargantua and Pantagruel (entire); Ariosto, Orlando Furioso (in part or whole); Tasso, Jerusalem Delivered;

Cervantes, Don Quixote; Lyly, Euphues; English plays of the period not prescribed for close study;

Sidney, Arcadia (in whole or part), An Apology for Poetry.

A suggested combination of units for this paper would be:

A suggested combination of units for this paper would be:

A suggested combination of units for this paper would be:

A suggested combination of units for this paper would be:

A suggested combination of units for this paper would be:

2-3 units poetry (including Spenser and Milton), 3-4 units Shakespearean drama, 2 units other drama, 1 unit non-fictional prose, 1-2 units continental literature in translation, comprising 8-10 units in all.

CLUSTER/PAPER - II: CHOICE ACLUSTER/PAPER - II: CHOICE ACLUSTER/PAPER - II: CHOICE ACLUSTER/PAPER - II: CHOICE ACLUSTER/PAPER - II: CHOICE A LITERATURE IN ENGLISH, 1660-1798 LITERATURE IN ENGLISH, 1660-1798LITERATURE IN ENGLISH, 1660-1798 LITERATURE IN ENGLISH, 1660-1798 LITERATURE IN ENGLISH, 1660-1798

(a) 8-10 units for close study from the categories below or equivalent ones.

(a) 8-10 units for close study from the categories below or equivalent ones.

(a) 8-10 units for close study from the categories below or equivalent ones.

(a) 8-10 units for close study from the categories below or equivalent ones.

(a) 8-10 units for close study from the categories below or equivalent ones.

2-3 units of selected poems: e.g., by Butler, Dryden, Pope, Swift, James Thompson, Johnson, Goldsmith, Burns, Gray, Collins, Crabbe. Excerpts from long poems may be included.

1-2 units from among a comedy of manners a heroic tragedy a sentimental play

English 5050505050